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Found 385 Collections

 

When Marian Sang: Using Portraiture for Pre-reading and Post-reading Activities

In this collection, portraits are used for both pre-reading and post-reading activities in connection with reading a biography of Marian Anderson. The pre-reading activity uses Betsy Graves Reyneau's oil on canvas portrait, Marian Anderson, to begin to reveal Anderson to students. Post-reading activities include the use of photographs, video and William H. Johnson's oil on paperboard Marian Anderson to enhance understanding of Anderson's 1939 concert and to informally access student learning.  

When Marian Sang: The True Recital of Marian Anderson: The Voice of a Century is a picture book written by Pam Munoz Ryan and illustrated by Brian Selznick. This biography shares the story of opera star Marian Anderson's historic concert of 1939 on the steps of the Lincoln Memorial to an integrated crowd of over 75,000 people. The book recounts Marian's life as a she trains to become an opera singer and as she struggles with the obstacles she faces in pre-Civil Rights America. This picture book is an excellent choice to use in the upper elementary classroom in the context of a unit that focuses on "challenges and obstacles."

This collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute. 

#NPGteach

Katie Oxnard
8
 

Smithsonian Pioneer: Solomon G. Brown

In 1852, Solomon G. Brown of Washington D.C. became the first African American employed by the Smithsonian Institution. He was an unusual man of his time, as he was a literate free person of color in Washington D.C., where slavery was legal until 1862. Additionally, Mr. Brown was an influential member of the African American community in Washington D.C, before and after the Civil War. For 54 years, Mr. Brown worked at the Smithsonian Institution in a variety of positions. He saw the institution change and grow. In 1902, the Smithsonian honored Mr. Brown for his time and service.

 This Learning Lab explores the experience of Solomon G. Brown and his work at the Smithsonian Institution. Exploring his career can highlight the complexities of slavery, freedom, race, and citizenship that African Americans experienced in Washington D.C. through the latter half of the nineteenth century, which included the late Antebellum Period, the Civil War, the Gilded Age and the beginnings of the Jim Crow Era. His life poses an interesting contrast to the more normative narratives of African Americans during the mid to late nineteenth century.

Discussion questions are included at the beginning of the Learning Lab.

 

Keywords: nmaahc, African American, Smithsonian, Institution, museum, castle, secretary, freedom, slavery, Washington D.C. DC, district, Columbia, research, pioneer, Solomon, Brown, first, civil war, antebellum, reconstruction, Jim Crow, 19th century, 20th century

NMAAHC Education
23
 

Symbolism and Self-Portraiture Like Kehinde Wiley

After using the "Seven Ways to Look at a Portrait" strategy, students create self-portraits in the style of Kehinde Wiley that incorporates study symbolism, self-identity narrative, and reflection on the poses of traditional American portraiture. This lesson requires access to computer technology, a camera (mobile phone is fine), a green screen background, a green screen phone app or program, and ideally a printer.

Amy Leserman
16
 

Harlem Renaissance: Style and Subject

This collection is meant to be used as an introductory activity to the novel Their Eyes Were Watching God by Zora Neale Hurston. Specifically, it focuses on the different styles employed by artist Aaron Douglas, most notably in his Scottsboro Boys portrait and in his 1925 self-portrait. In doing so, it asks students to consider when and why an artist who is more than capable of creating within the boundaries of classically beautiful art or writing might chose to create in this style at some times and at other times to create in more radical or avante-garde styles. It uses a Compare and Contrast looking technique before revealing to students that all four distinct pieces are created by the same artist. 

Ideally, teachers can end the unit by facilitating discussion of the social change Douglas aims for with his Scottsboro portrait and of the bridge that Hurston creates with her prose narrator before launching into the dialect of her characters that earned her such scorn from the African American community of her era.

This collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute.

#NPGteach

Lindsay Van Loon
11
 

Gilded Age Industrialists v. The Founding Fathers Portrait Battle (and Analysis)

#NPGteach

DESCRIPTION:
This collection/lesson is designed to compare and evaluate portraiture of Gilded Age Industrialists and of the Founding Fathers. Students will explore different mediums of portraiture and attempt to place these examples of artwork into the legacy that Gilded Age Industrialists hoped to create for themselves. This lesson plan involves close analysis of specific portraits of Andrew Carnegie, a sorting activity, a Google Doc graphic organizer to help students inquire information, and some overarching discussion and analysis questions to help foster class discourse. Each of the sources used in this collection are owned by the National Portrait Gallery, and many - as of 6/27/19 - are currently on display.  Some questions to consider as you and/or your students peruse this collection: What does it mean to have a legacy? How are portraiture and legacy connected or related to each other? Why, in an era when photography is en vogue, would an individual choose to have a painting done of them? What would you want a portrait of you to look like?


Lesson Overview: (See Collection or the link below for Full Google Doc Lesson Plan)

https://docs.google.com/docume...

CLASS (SUBJECT & LEVEL): High School American History - for an 80 minute block

LESSON OBJECTIVE(S): 

  • Students will closely analyze Gilded Age industrialist portraits in both painting and photograph formats, attempting to understand the legacy that these leaders were trying to create for themselves in the future.
  • Students will compare and contrast portrayals of Gilded Age industrialists and the Founding Fathers.
  • Students will argue different ideas about portraiture in U.S. History and reach their own conclusions.

CONTENT:  Gilded Age Industrialists, Founding Fathers, Portraits and Photos, Source Analysis


This collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute.

#NPGteach

Tyler Hanson
27
 

Who creates identity?

This activity will be used to reinforce close reading and analysis of visual text in either a pop culture unit or an identity unit in AP English Language and Composition. The idea is to examine how iconic popular images can be remixed to create new meaning and conversation about identity. 

The collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute.

#NPGteach

Cheryl Chambliss
10
 

Behind every great man is a woman! Looking at the role the First Lady plays.

Opening:  Class Discussion:  What is a portrait?  What are the Elements of Portrayal?

Show Michelle Obama Portrait- Have students work in pairs to come up with a list of things the artist wants us to know about the sitter.

Discuss answers

Read Washington Post article - Add any ideas to list

Divide class into 6 groups - Each group is given a group of first ladies.  Students should come up with a list of attributes/characteristics/symbols for the group as a whole.

Small groups should then meet together and complete a Venn Diagram to show similarities and differences of the groups to distinguish how portraits may/may not have changed through time.  Does this portray how the role of the first lady has evolved over time?

Further questioning:  What roles will future first ladies (men, husband, partner) play in the U.S.

Extension activity:  Portrait - Create a portrait of someone of importance or even a self-portrait.  What style will it be in?  How will you use the elements of portrayal?


This collection was created in conjunction with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute.

#NPGteach

Tammy Fitts
14
 

Civil Rights Movement- Selma

This collection was created in conjuncture with the National Portrait Gallery's 2019 Learning to Look Summer Teacher Institute.The following collection showcases images of key figures such as Martin Luther King, and Malcolm X from the Civil Rights Movement, particularly on the issues of voting in Alabama. The images and activities showcase the struggle of the march from Selma to Montgomery in an effort to make voting an equal right among all people. This lesson can be used in the social studies classroom for the subjects of Civil Rights, Voting, and Federal Government VS State Government.  In addition to the images there are in class activities and thought provoking questions that go along with the visuals to provide for a more engaged learning experience. #NPGteach

Rakul Arza
16
 

Storytelling through Dance

This collection explores the unique forms of storytelling found in choreography and portraiture. It demonstrates examples of artists that communicate universal narratives and express diverse perspectives without words. Photographs of war veterans by Louie Palu and the veterans’ experiences of post-traumatic stress disorder (PTSD) inspired the featured dance. Students can watch a video interview with the choreographer, Dana Tai Soon Burgess, and answer guided questions from Project Zero's "Claim, Support, Question" thinking routine.

This Smithsonian Learning Lab collection received Federal support from the Asian Pacific American Initiatives Pool, administered by the Smithsonian Asian Pacific American Center.

#APA2018

Tags: dance, dancing, choreography, Post-Traumatic Stress Disorder (PTSD), narrative, interpretation, analysis

Ashley Naranjo
11
 

Conflict, Identity, and Place in American Art (2019)

This collection contains a selection of artworks related to the themes of conflict, identity, and place.  Teachers can use these artworks for a variety of purposes; here, we use them as a catalyst for discussion, with an extended version of Project Zero's See, Think, Wonder thinking routine.  In small groups or as a classroom, have students select one artwork they find meaningful or interesting and discuss the following:

  1. Why did you pick this artwork?  
  2. What do you see?  Name specific aspects of the artwork you notice.
  3. What do you think about what you see?
  4. What does this artwork make you wonder
  5. Optional: How might the artwork connect to the themes of conflict, identity, and place?

This Smithsonian Learning Lab collection contains artwork selected by Phoebe Hillemann, Teacher Institutes Educator at the Smithsonian American Art Museum, featured in the 2019 Smithsonian American Art Museum Summer Institute for Teachers, "Teaching the Humanities through Art."  

These artworks serve as foundational museum resources in lesson concepts that are accessible by searching the Smithsonian Learning Lab with teh hashtag: #SAAMTeach.

Ashley Naranjo
40
 

Curating Digital Museum Resources for the Classroom (Texas ASCD Ignite 19 Conference Session)

This collection includes digital museum resources and replicable activities that will serve as a springboard for discussion during the presentation. The collection models how digital museum resources can be leveraged to support critical thinking and deeper learning for high school Ethnic Studies curricula. The collection can be copied and adapted for use in your own classroom. 


Curating Digital Museum Resources for the Classroom 

Texas Association for Supervision and Curriculum Development Ignite 19 Conference: Transforming Curriculum with Technology (June 2019)

Smithsonian educators are initiating a collaborative education program with Texas curriculum developers and local museums to develop instructional materials relevant to K-12 Humanities and Ethnic Studies. The Smithsonian Learning Lab platform allows users to create and share locally relevant digital resources both in classrooms and with a growing network of educators across the country. Learn more about how you can leverage digital resources from the Smithsonian and your local museums for increased access and impact.


This collection was co-created with Ashley Naranjo.  This program received Federal support from the Latino and Asian Pacific American Initiatives Pools, administered by the Smithsonian Latino Center and the Smithsonian Asian Pacific American Center.

#EthnicStudies


Philippa Rappoport
18
 

Investigating Clean Water

In this collection, originally used with 4th graders, students investigate how people access clean water both globally and locally. Students will use Agency by Design thinking routines to explore watersheds as a system, focusing on the Anacostia Watershed & the larger Chesapeake Bay Watershed. They will then use observational drawings and make their own model watershed to deepen their understanding. 

Students will use Project Zero Thinking Routines to take the perspective of those who live in water scarce areas and be invited to conduct their own research of a region that faces physical or economic water scarcity. Students will be encouraged to take action by creating a public service announcement explaining an issue related to clean water or by designing their own solution.

This collection contains 10 images of showing the gathering, carrying, filtering of, and lack of clean water. It has maps that show water scarcity on a global scale, and maps and diagrams of local (to Washington, D.C.) watersheds. It contains several thinking routines that can be used to examine the works as well as guide students to notice complexity. It also contains links to several articles, videos and an interactive game that students can use to  conduct research on issues of water scarcity. 


#GoGlobal 


Marissa Werner
36
 

Virginia History Told Through Stamps

Significant persons and events from Virginia History are told through U.S. Stamps.  Discover the history of the Old Dominion.

Nancy Butler
24
 

Paths to Perspective: How the Past Connects to Our Present

This lesson is inspired by Out of Eden Learn, the journey of Paul Salopek, and the idea that each person is an amalgamation of the people and events that came before them. These people and events include the nature of their birth, the lives of their parents, the experiences of their grandparents, the creation of the printing press, etc. The idea behind this lesson is, in its inception, to expose students to milestones in black history, and to use that rich history to challenge them to look into their past to see how they connect to larger events that came before them last week or even a century or millennia ago.

This lesson is especially crafted for Black History Month (though of course it can be used at other times) to have students from multiple ethnic backgrounds try to find a connection to the African American Experience in the United States. It removes students from an ethnic vacuum and asks them to see how the journey of others not like them has an impact on their, their family's and their country's history.

To begin your use of this collection please read the lesson plan at the beginning labeled Lesson Plan: Paths To Perspective. It is the full lesson for using this Learning Lab collection. You may use it in full or alter as you see fit for the needs of your class. It is by no means exhaustive, especially in terms of Project Zero ideas that can be used with the collection, but it is a good starting point for how to use this material in class.

#GoGlobal

Sean Felix
23
 

8th Grade Spanish Literacy: Mi Comunidad

This collection is for an 8th grade Spanish Literacy unit on community, but it can be used for any secondary ed unit on a topic related to community. The essential questions that guide student learning are: What is a community? How am I shaped by my community? There are 5 instructional activities attached to this collection that can be used to explore the concept of community and help students generate understandings in response to the essential questions. These lessons include activities related to project-based learning, oral presentation, experiential learning through field trips, viewing artworks using thinking routines, and writing poetry.  The images included in the collection serve as options that pair well with the thinking routines or any other activities that teachers might like to use to explore this topic with their students. #GoGlobal


Maria Fernanda Garcia
50
 

Teaching with Haitian Art and Heritage with Frost Collection

Understanding Haitian Culture though Art

This lesson will support teaching Haitian traditions and culture through the Frost Art Museum collections. It will also provide a look into cultural identity, Haitianite supported by research conducted by two FIU faculty members .  The PowerPoint will expand on Haitian history and the notes will add talking points. The  Miami Dade County Public School lessons support various investigations from the past to the present.

Connections to the Polish Black Virgin demonstrate the spread of culture and religious beliefs that traveled as countries were conquered.

Mirmac16
24
 

Castro - The Impact of the Civil War on Society

Students will explore these sources to spark inquiry and investigation about how the Civil War impacted American society. 

  • Students can complete the sorting activity to categorize the images. 
  • Students should select one source they find most intriguing and generate questions  about the source and its related topic by completing the quiz question. 
Jose Castro
30
 

Examining the Transcontinental Railroad - Nn

Railroads started well before 1869, but it was not until that year that the nation was bound together by a commitment to build the first transcontinental system. On May 10, 1869, the driving of a golden spike, signaled the ceremonial end to a process that had been going on for 6 years of construction, engineering, and human toil. Two companies, one starting in Omaha, Nebraska and the other in Sacramento, California competed to lay track towards each other to join the Central Pacific and Union Pacific Railroads. Their reward for each mile was government money and lots of it. By the time that they met at Promontory Summit, Utah, vast sums of money and untold human labor and sacrifice had been expended on this incredible technical endeavor. A single track united the continent's Wester and Eastern regions. Travel from East to West used to take months by wagon train, could now be measured in mere days. This collection utilizes Primary Source student review strategies from the Library of Congress' Primary Source Analysis Tools

Brian Ausland
14
 

Learning Lab Training Collection on the Theme "The Search for an American Identity"

This collection is designed to help educators bridge the classroom experience to a museum visit. It is intended to demonstrate various ways to use the Learning Lab and its tools, while offering specific, replicable, pre-engagement activities that can simply be copied to a new collection and used to help students engage with museum resources. 

Included here: 

  • Section 1: a set of flashcards, a template document so that teachers can create and print their own specific sets, and strategies for their use in their classrooms. 
  • Section 2: a variety of student activities and resources to explore artist Luis Cruz Azaceta's "Shifting States: Iraq," a metaphorical representation of the unrest taking place in Iraq, and more broadly, an exploration of the human condition during times of crisis.  This section includes an image of the work from the Smithsonian American Art Museum, an explanatory video with curator E. Carmen Ramos, two  Thinking Routines - "See, Think, Wonder" and "The 3 Y's" - from Harvard's Project Zero Visible Thinking and Global Thinking materials, and  an array of prompts and Learning Lab tools to help students think critically and globally.  
  • Section 3: a short assignment to get participants started using the Learning Lab.
  • Section 4: spacer tile template to serve as chapter headings in longer collections.

This collection is adapted from a teaching collection on the same theme (Luis Cruz Azaceta's "Shifting States: Iraq" ( http://learninglab.si.edu/q/ll...), that includes extension activities. It was created for the 2019 cohort of the Smithsonian-Montgomery College Faculty Fellowship Program on the theme, "The Search for American Identity: Building a Nation Together," - the subject of the Montgomery College - Smithsonian 2019 Fellowship program. 


Keywords: #MCteach


Philippa Rappoport
29
 

Exploring Fossil Ammonoids

This collection can be used as a pre- and post-resource to support the free Smithsonian Science How webcast, Exploring Fossil Ammonoids with Paleobiologist Lucy Chang. During the 30-minute program, your students will have an opportunity to interact with the scientist through live Q&A and polls. 

This collection contains objects from the Smithsonian’s National Museum of Natural History. Many of the specimens in this collection are fossil ammonoids, but other mollusks are included for comparison. Also included in the collection is a companion worksheet for students (with teacher key) to express their newly gained knowledge about ammonoids.  

Ammonoids are an extinct group of marine mollusks that belong to the subclass Ammnoidea and the class Cephalopoda. A popular and well-known subgroup of ammonoids are ammonites. The closest living relatives of ammonoids are also cephalopods like squids, octopods, and cuttlefish, while the modern nautilus is more distantly related.   

Ammonoids had shells made of calcium carbonate just like today’s snails, clams, oysters, and other shelled mollusks. Ammonoid shells varied in shape and size. Some ammonoids had tightly coiled shells (planispiral), while others had uncoiled, irregularly shaped shells (heteromorphs). Regardless of shape or size, the shell provided the ammonoid with protection and possibly camouflage. 


Ammonoid shells had interior walls (septa) that created chambers inside of the shell. These chambers were connected by a narrow tube structure called a siphuncle. The ammonoid could use the siphuncle to control the amount of gas and fluid in each chamber, giving it the ability to achieve neutral buoyancy and move about in the marine environment.  


Although ammonoid shells are abundant in the fossil record, there is an extremely poor record of their soft parts being preserved or fossilized. Based off of their relationships to mollusks alive today, ammonoids likely had bodies that were soft. The animal would have lived exclusively in the last chamber of its shell with numerous arms extending in a ring around its mouth, eating plankton and detritus, dead or decaying matter. Scientists study the shapes and patterns of ammonoid shells and related species, fossil and modern, to learn about the extinct animal.  


Ammonoids lived around the globe and were present on earth for a very long time, about 350 million years. The entire group went extinct at the end of the Cretaceous, about 66 million years ago, along with the dinosaurs.  


The abundance of ammonoids in the fossil record and their long history on earth make them good fossils to study. Geologists use ammonoid fossils as guide or index fossils, helping to date the rock layers from which the fossils were found. Paleobiologists can use fossil ammonoids to learn about patterns of extinction and glean information about the group's evolutionary history.

Maggy Benson
28
 

Charles Russell: Art of the American West

Charles Russell brought the west alive with his paintings and sculptures of western life. His authentic depictions of Native Americans allow the viewer to appreciate the dress and life of the plains Indians. Also skilled in sculpture, Russell depicts cowboys and wildlife in action settings. This lab provides samples of Russell's best work.

mike mickelson
26
 

The Three Branches of Government

This Collection contains resources to help students understand the three branches of government in the United States.

SWBT identify and describe the purposes of each branch of the United States government. 

#PZPGH


Jackie Pack
18
 

Planets of the Solar System

Through this collection, students will deepen their understanding of each planet in our solar system.  Pairing the See, Think, Wonder thinking routine with an embroidered quilt of the solar system will peak students' interest in the dwarf planet, Pluto.  After discovering the year that the quilt was made, students can explore the website to learn the history of Pluto.

Using the provided websites, students will work in groups to research a planet.  They will use the obtained information to write a headline that captures the most interesting aspect of the planet and to create a model of the planet.

#PZPGH

Jamie Bonacorso
21
 

Educating for Global Competence with Contemporary Asian Art

What is global competence?  What are the skills and dispositions of globally competent students?  What role can art play in educating students for global competence?  Teachers can use this Learning Lab Collection as a resource for students to explore themes of global importance in the arts of Asia.  The Collection features two works of contemporary Asian art at the Freer Gallery of Art and Arthur M. Sackler Gallery with several tools for students to examine and reflect about the works of art, such as Visible Thinking Routines,  Artful Thinking Routines, or Global Thinking Routines.  For each routine, the rationale and  process is described to help the teacher practice.  The Collection also includes artist interviews and other contextual information about the works of art for teachers and students to deepen their understanding.

This Learning Lab Collection was created to support the The Council of Chief State School Officers (CCSSO) National Teachers of the Year 2018 program.  CCSSO is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, the District of Columbia, the Department of Defense Education Activity, the Bureau of Indian Education and the five U.S. extra-state jurisdictions.  Learn more at https://www.ccsso.org/

Essential Questions to be addressed by this Learning Lab Collection:

  • What are some practical tools teachers can use to look closely and reflect about works of art?
  • How can we use works of art to prepare students to understand the world and participate in it?
  • How do we define global competence and globally competent students?

#NTOY18

Tags:  #AsiaTeachers; Asian; Asia; Freer|Sackler; Project Zero; Global Competence; Global Competency; Visible Thinking; Artful Thinking; Chalk Talk; See-Think-Wonder; 3Ys; 3-2-1 Bridge; Contemporary Asian Art; China; India; Monkeys; Religion; Architecture; Chinese Cultural Revolution; Xu Bing; Terminal; Subodh Gupta; Sculpture; Lacquer; Wood; Brass 

Freer|Sackler Education
22
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